INFERENCE TRAINING:
Inference training is both a group intervention and has classroom strategies for KS2 and KS3 to boost reading comprehension
An information leaflet about
Inference Training
 Boosting vocabulary
 Activating background
knowledge
 Making inferences
 Integrating and building
meaning
 Promoting enjoyment of reading
European Centre of Reading Recovery
at the Institute of Education London –
Article about Inference training.
Information for Trainers
TES Article 2013
BROOKS 2013
What works for children and
young people with literacy
difficulties?
 Further reading about comprehension
 Illustration of Training Module
 Resources available for accredited inference
trainers
Contacts
 Contact the National Trainer,
Tony Whatmuff
 Contact for Leicester City Schools
 Contact for Schools outside
Leicester City
Inference Training – a reading comprehension intervention for pupils in
KS2 and KS3 who have age appropriate decoding skills but who are experiencing
difficulty acquiring full meaning and enjoyment from their reading
Dec 2013
Inference training is a group intervention for pupils in KS2 and KS3 who decode adequately but
fail to get full meaning and enjoyment from their reading. Evidence suggests one in ten pupils
who decode satisfactorily, fail to get full meaning and enjoyment from reading. We also
provide a range of best practice comprehension material and teaching strategies for class
teachers in KS2/Year 7 so that “echoes of learning” occur both in intervention and class
settings so that pupils generalise their skills.
Inference training is adapted from the work of Nicola Yuill and Jane Oakhill “Effects of Inference
Awareness Training on Poor Reading Comprehension” (1988). Subsequent work by Cain,
Oakhill, Barnes and Bryant, 2001 and Cain and Oakhill 2011, shows the key role inference
making plays in reading comprehension.
Inference training places importance on increasing adult sensitivity to the diverse problems
pupils may experience in gaining full meaning and enjoyment from text. Studies reveal that
pupils with weak comprehension skills read in different ways to effective readers.
Weak comprehenders may..
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Focus on individual words/sentences
Attach most importance to decoding
Have a passive style of reading
Have lower expectations of text making sense
and fewer comprehension monitoring
strategies
fewer Read books and are less sensitive to
story structure
Fail to activate background knowledge or
visualise
Apply less integration and inference
Have a less efficient working memory
Effective readers
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Know that understanding is the goal of reading
Activate background knowledge and working
memory
Integrate information/ideas and make
inferences to get gist
Have high expectations of text making sense
Make predictions, ask own questions and
watch out for “answers”
Can visualise when appropriate
Monitor meaning, notice breakdown and use
breakdown strategies
Read frequently and enjoy reading
A wide range of strategies
Inference training demonstrates key comprehension strategies through “instructional
conversations” in groups to help boost reading comprehension. Through reading and interactive
discussions, the group:
 Activate and apply prior knowledge to their reading and use title cues to predict
 Identify key words and elaborate on them to enhance meaning, and develop vocabulary
 Generate their own questions and answer them
 Generate inferences and integrate meaning as they read to build a gist
 Summarise a short text extract using visualisation, quick pictures, picto-words and a 10 word
or less headline
 Retell an extract to emphasise the gist
The inference training materials include 45 short text extracts for KS2 and KS3 pupils with support
notes for adults. Many extracts are from recent award winning titles which have been carefully
chosen to contain rich opportunities for pupils to discuss and enjoy. Further readings of the novels
are also recommended using multiple copies of texts so that pupils can apply their skills to whole
texts.
The group intervention involves groups of 4 pupils taught by Teaching Assistants or teachers. Two
sessions of 40 minutes a week for ten weeks-a total of 20 lessons- usually produces significant gains
in comprehension.
Impact
Inference training featured in both the 2007 and 2013 editions of Professor Greg Brook’s study
“What Works for children and young people with literacy difficulties”. Both editions identified
inference training as an intervention that offers significant gains for pupils with weak
comprehension skills. The latest pupil impact data from 326 pupils in KS2 and KS3 shows that
during 14-20 inference training sessions, most pupils make 2 sub-levels progress in reading or an
increase in reading comprehension of 12 months over 8-10 weeks.
Marriott Primary school in Leicester use a range of effective evidenced based interventions
including inference training. Anthony Roberts and Shirley Ledworth work with Y4-6 pupils and
agree that …. “it empowers the children and gives them more control and insight in their
reading. They understand that there is much more to reading than decoding. For us adults, the
training and teaching makes us understand the task of the reader much more. The pupils enjoy
the sessions enormously.”
Millie aged 10 comments .... “I never used to picture things in my head before and now I do.”
George aged 11 says “It helps to show what you have to do when you read, and I like the talking
we do in the group.”
At Sir Jonathan North Secondary School, Y8 students enjoy the small group learning context
and agree that “the talking in a group helps us to read with more understanding and
enjoyment. You share ideas about how to read so you understand clearly and learn from each
other”.
Training for Schools
Eighty five literacy specialists, (some employed by LAs and others independent consultants), are
accredited inference trainers and provide training to schools in England. Training for these
accredited trainers is hosted by the Institute of Education in London and trainers undertake a wide
range of work in addition to inference training. For schools, training is school based and outlines
both how to deliver the group intervention and whole class comprehension strategies. After initial
training, follow up coaching for the group intervention and some team teaching in classrooms takes
place. Training can be tailored to meet the needs of the school and involves daytime and twilight
sessions but allow at least 15 hours of trainer time. Training is particularly effective when schools
identify one member of staff to shadow/collaborate with the trainer to ensure work is developed
after training has ended.
Initial training
 Characteristics of reading comprehension
and 13 barriers
 Work with a sample of pupils at the school
who have comprehension difficulties/share
with staff
 How to deliver inference training
Follow up training
 Whole class strategies to boost reading
comprehension
 Follow up/coaching for staff delivering the
group intervention
 Team teaching in class trying out whole class
strategies
Costs of Inference Training
The intervention involves teaching 4 pupils twice a week for 10 weeks, so we estimate the cost per
pupil is under £100 if delivered by a Level 2/3 TA or £180 by a teacher. (Adults need 40 minutes
teaching time for each lesson and 20 minutes planning and recording, so allow one hour per lesson)
This estimate is based on 20 adult hours shared by 4 pupils.)
The costs of the training for a group of up to 24 teachers /Teaching Assistants are trainer costs plus
Inference Training folders at a cost of £29 each, plus VAT and postage, (pp for 3 folders £9.04 /pp for
10 folders £14.17/ pp for 20 folders £26.22). Each folder also contains a DVD of 2 lessons (Year 5 and
Year 8.) Generally schools purchase one folder between three staff.
The charge for accredited trainers varies from trainer to trainer, and has to be agreed individually,
but we feel a minimum of 15 hours trainer time is needed per school.
Although the intervention is aimed at KS2/3 staff, the training sections on the characteristics of
reading comprehension and barriers are extremely relevant for Foundation Stage and KS1 staff,
since listening comprehension and reading comprehension is closely related.
Acknowledgements
Inference Training was adapted from the work of Yuill and Oakhill by Tony Whatmuff, with
acknowledgement and thanks to the following colleagues in Leicester city for their valuable ideas
and input.
Emma Kehoe
ASD Specialist
Jo Puttick
Primary Consultant
Harbans Khahra
E2L specialist
Ian Todd
Secondary Consultant
Julie McLay
Speech and Language Practitioner
A special thanks to Jane Oakhill and Nicola Yuill at Sussex University who have given advice and
support in developing the November 2013 edition of inference training and acknowledgement to
Kate Cain’s publication Reading Development and Difficulties 2010 Blackwell
National Trainer [email protected]
Key Information about Inference Training
 Inference training was highly recommended in Professor Greg Brooks’ study What works for
children and young people with literacy difficulties
 It is for KS2/3 pupils who decode adequately but experience comprehension difficulties
 It is a group intervention but training includes whole school strategies to boost
comprehension
 In the group intervention, 4 pupils work with an adult (trained Level 2/3 TA or Teacher) for
40 minutes a session, twice a week for 10 weeks. (But adults need an extra 20 minutes per
lesson to include planning and recording time)
 Groups that have two sessions a week for 8-10 weeks make an average of 12 months
progress in comprehension age (2/3 sub levels)
 Training can be flexible to suit the needs of a school but allow a minimum of 15 hours
trainer time for initial and follow up training
 Training for accredited trainers is hosted by the Institute of Education in London. Trainers
undertake a wide range of work in addition to inference training
 The Inference Folder/DVD is only available to schools that access the training.
http://www.flickr.com/photos/paulsavala/813970624/sizes/z/in/photostream/
http://www.flickr.com/photos/39891373@N07/3665462673/sizes/l/in/photostream/
Contact the National Trainer
Tony Whatmuff
Email. [email protected]
Contact a trainer for
Leicester City Schools
Helen Webb
Email. [email protected]
Alison Jones
Diane French
Rebecca Shore
Isabel Montgomery
Louise Zahra
Jennifer Harrison
Christine Cork
Karen Akroyd
Katherine Golden
Sue Jamal
Viv Pratt
Nafisa Shehu
Sally Wilmot
Eileen Pike
Rosina Junco
Joy Olive
Rani Saini
Kathleen O’Connor
Richard Boxall
Sue Shallcross
Anne Davis
Liz Luka
Liz Campbell
Elpida Georgiou
Caroline MacGregor
Kathy Ewers
Karen Stanley
Elsa Steel
Sue Tomalin
Sharon Hellyer
Debbie Miles
Jan Armstrong
Joyce Bowley
Beverly Brown
Kalvinder Bains
N Ceirwen
Tony Whatmuff
Linda Dawson
LA
LA
LA
School based
Cornwall, Exeter, Torbay, Plymouth
Dorset and Hampshire West
Portsmouth, Hampshire
Hampshire
Brighton
South East / East Sussex
S E England, Kent (S E & Maidstone, Medway)
London Borough of Merton
London Borough of Merton
London Borough of Merton
London Borough of Merton
London Borough of Merton
London Borough of Merton
Greenwich/Lewisham/Bexley
London Borough of Newham
London
Ealing and West London
Hackney
Hackney
Haringey Enfield Barnet
North/North East London, Essex
North London
North London
North London – Enfield, Barnet, Haringey
Essex Suffolk Thurrock Southend Herts
Essex Suffolk Thurrock Southend Herts
Cambridgeshire
Buckinghamshire, Oxfordshire, Luton
Northamptonshire
Wiltshire, Swindon
Bristol
Bristol
Warwickshire
Warwickshire
Birmingham
LA
LA
Birmingham
Leicester, East Midlands
Leicester, East Midlands
LA
LA
Self Emp
Self Emp
LA
LA
LA
LA
LA
LA
Self Emp
School based
LA
LA / Self Emp
School based
LA
LA
[email protected]
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kathleen.o’[email protected]
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Emma Kehoe
Paula Burrell
Mia Sneyd
Nicola O’Donnell
Alex Grady
Glenys Gill
Sue Francis
Lindsey Howard
Megan Dixon
Karen Jacob
Angela Fisher
Shirley Johnson
Julia Fletcher
Jan Owens
Ailsa Robinson
Anne Ashton
Emma Willsher
Pam Hutchinson
Leah Freeman
Fiona Botterill
Gillian Crompton
Tara Chappell
Dee Shenton
Natalie Scott
Michelle Entwistle
Janet Phillips
Allison Potter
Laura Fallon
Gill Kemp
Janet Ferris
Helen Morris
LA
Self Emp
School based
LA
Self Emp
LA
One education
One education
One education
Self Emp
LA
Institute of Education
Institute of Education
Leicester (ASD specialist)
Nottinghamshire
Nottingham, Midlands
Derbyshire
Staffordshire, Wolverhampton, Nottinghamshire
Stoke
Stoke
Cheshire, North West & Wales
Cheshire NW Shropshire
Wirral Merseyside and W Wales
Warrington, North Cheshire, Calderdale & Bradford
Greater Manchester
Cheshire, Warrington, Manchester
Greater Manchester & North West
Oldham
Oldham, Manchester, Salford, Bolton, Huddersfield
Oldham, Barnsley, Huddersfield, Halifax
Oldham
Oldham, Rochdale, Bury, Salford, Bolton
Manchester, Trafford, Salford
Blackburn, Bolton, Lancs
Sheffield, Barnsley, Rotherham
Tameside/Stockport/Wigan and Derbyshire
Rotherham
Cumbria, Lancashire, some parts of Yorkshire
Hull
Tees Valley Sunderland
North Tyneside
North Tyneside
contact [email protected]
contact [email protected]
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nicola.o’[email protected]
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ov.uk
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Further reading about comprehension
• Almasi, J. F. & Fullerton, S. K. (2012). Teaching strategic processes in
reading ((2nd edition). New York: Guilford Press
• Cain, K. (2010). Reading development and difficulties. Oxford: WileyBlackwell.
• Cole A.D, (2003) Knee to Knee, Eye to Eye Heinemann
• Keene, E. O. & Zimmermann, S. (2007). The mosaic of thought: The
power of comprehension strategy instruction (2nd edition). Portsmouth:
Heinemann.
• Kispal, A. (2008). Effective teaching of inference skills for reading:
Literature (google and on net) review (DCSF research report 031).
London: DCSF.
• Oakhill, J. V., & Cain, K. (2012). The precursors of reading ability in
young readers: Evidence from a four-year longitudinal study. Scientific
Studies of Reading, 16(2), 91-121.
• TES Pro 25 Jan 2013 Pupil Literacy? The plot thickens
• Tovani, C. (2000). I read it, but I don't get it: Comprehension strategies
for adolescent readers. Portland, M E: Stenhouse Publishers
Illustration of Training Model
Key Features
 Around 15 hours of trainer time, incorporating both initial and follow
up training
 Gather sample of pupil profiles with 1-3 staff
 Involve a “link Teacher” who attends all the training and coordinates
ongoing support
 Include training for the group intervention and class strategies for
teachers
Closing the Gap Model used in the National College/CfBT/Curee/University of Oxford project
2013/14 and 2014/15
Pre training model agreed with school/arrangements/roles and timetable agreed
Day 1
10 30 start
11.00
After lunch
to 2.15
2.15
3.15
Meet with Head/SLT to check overview of training
Trainer models using the profiler with 2 pupils. Link teacher and staff who will
teach the group intervention observe.
Filming a few pupils can be powerful (or include sharing DVD clips to promote
discussion. A 4 DVD pack available April 2014)
Staff try out profiles and work with pupils
Continue with profiles with above staff.
Meet together to discuss emerging issues/select one or two profiles to share
at twilight meeting
90 minute Twilight Characteristics of comprehension/barriers
Before Day 2, Link Teacher shares more profiles with staff. Staff try profilers.
Day 2
10.30 start
lunch
pm
3.15
Trainer begins group intervention training (with Link teacher) Parts 3 of
manual to end
Initial Training continues and completes
90 minute Twilight 2 Strategies to use in class
After Day 2 and before Day 3, some options are… Link teacher shares parts of inference lesson with
staff eg DVD clips of lesson/shows structure/staff have a go at a lesson with staff trained on day 2
leading groups. Link teacher organises group intervention arrangements. Group intervention
starts/link teacher supports
Day 3
Day 3 needs to be tailored around the needs of the school but should happen after group lessons
have started and include observation/feedback of group lessons. Possible structure…
9.00
3.15
Discussion with link teacher/staff teaching group intervention
Observation of group lessons eg 3 TAs teach groups in same room simultaneously
and trainer/Link teacher observes/feedback
Observe/team teaching in class with staff trying out strategies from Twilight 2
Use of DVDs(4 sets) to promote further discussion
Meet with link teacher/SLT to action plan
Resources available for accredited inference trainers
1 New trainer CD (Nov 2013) with PowerPoint of Nov 2013 edition of manual.
Also contains pdfs of slides to mail to schools accessing training.
2 Two DVDs (plus notes) showing examples of whole class comprehension
teaching (Read Aloud Think Aloud) plus CD of white board materials.
3 From May 2014…four DVDs of pupils in Y4-8 reading and talking about texts
and reading strategies.
4 Single DVD copy of 2 inference training lessons (same one as in new edition of
manual)
NB
Items 2 and 4 can also be purchased by schools accessing inference training from
accredited trainers ([email protected])